Literaturnachweis - Detailanzeige
| Autor/inn/en | Tuten, Holly; Temesvari, Lesly |
|---|---|
| Titel | Popular Science Journalism: Facilitating Learning through Peer Review and Communication of Science News |
| Quelle | In: Journal of College Science Teaching, 42 (2013) 4, S.46-49 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Scholastic Journalism; Writing for Publication; Student Publications; Scientific and Technical Information; Student Research; News Writing; Process Approach (Writing); College Students; Scientific Research; South Carolina |
| Abstract | In a multisemester Popular Science Journalism course that met for 2 hours once a week at Clemson University, students produced science news articles for the university newspaper by using primary literature, the internet, and interviews with researchers. Short lectures were given on topic choice, story development, literature surveys, common writing mistakes, and interpreting statistics. Peer review was used to refine articles for publication, and students reached across disciplines with collaborations between biology and communications majors. Articles were compiled into a science news magazine distributed at the end of the semesters to the Clemson campus and beyond and also available on the web. The articles and magazine were praised by campus faculty, and students in the course perceived an increase in their oral communication and critical-thinking skills, comprehension of factual material, positive peer interaction, ability to link ideas in separate disciplines, and understanding of the place of biology in society. (Contains 2 tables and 1 figure.) (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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